3. We need to talk about
middle schooling…
! Independence
! Self-direction
! Engagement
! Connectedness
! Risk taking
! Effective use of learning spaces
4. Environment for Learning
= Physical Spaces?
”…overall, changes to the physical environment of schools are unlikely to have a
direct effect on learning.” Education Endowment Fund 2015
5. Environment for Learning
”…there is some evidence supporting the impact of co-design, or involving potential
beneficiaries in taking responsibility for learning spaces and changing their
behaviours as they adapt to new settings.” Education Endowment Fund 2015
QUT 2008
6. Teachers need to work together with students and the
school community to develop learning spaces that are:
Intentionally designed and co-created with
students
Designed to maximise student access to and
ownership of the learning environment
Versatile and allow for multiple use
concurrently and consecutively
Maintained continuously by both staff and
students
Future proofed – to enable space to be
revised and modified
Able to support multiple types of learning
activities
Zoned for sound and activity
Designed for people, not for ephemeral
technologies
Information rich and technologically reliable
Connection enabled, inside and outside of
the learning context/concept/space
Connected to the outdoors.
11. Padlet Blog 7 White
http://padlet.com/d_hylton/3TPKC5
Editor's Notes
Starting Activity: Say what you see?
Engagement being a priority for us is nothing new, identified via LS in 2013.
Innovative School (IST, PBL, Carting project, Shipping container, Big History, Power Shed)
Cause and effect:
-Do teachers feel adequately up-skilled with evolving pedagogies, curriculum, planning and assessment?
-Are teachers collaborating? Do they feel they can take risks?
-Is our behaviour management system working?
-Is the environment for learning an engaging and stimulating one?
The environment for learning is an incredibly powerful tool, providing a physical/virtual platform where pedagogy, technology and students’ experiences can connect, leading to the enhancement of teaching and learning.
The complete overhaul of pre-existing buildings is not financially feasible.
During the process failure and risk would be minimised, effectively designing out opportunities to prototype (develop and test the feasibility of ideas) the environment.
With high stakes to play for this would also suggest a ‘top-down approach’ from School leaders to the changes, not capitalising on the best resources a school has available; its students, teachers and community.
A focus on how the physical space directly impacts on summative student outcome neglects its power to formatively influence teaching and learning as well as social interaction.
The environment for learning is an incredibly powerful tool, providing a physical/virtual platform where pedagogy, technology and students’ experiences can connect, leading to the enhancement of teaching and learning.
Innovative community space is one that better suits the needs than existing spaces.
